Quick Hits for New Faculty

This is the third and latest book in the "Quick Hits" tradition
of providing sound advice from award-winning college faculty. This volume is
designed to help new faculty negotiate the challenges of college teaching. Articles
and strategies range from planning for that first day in the classroom, to
evaluating student learning, documenting teaching, and understanding the politics of
teaching and learning in the department and institution. This volume expands each
"quick hit" with additional background information, rationale, and
resources. Quick Hits for New Faculty guides new faculty through the start of a very
important journey, a journey that ultimately will take the teacher from novice to
accomplished professional.

Cover

Title Page

Contents

Introduction

Welcome to Quick Hits 3, edited and
authored by award-winning faculty, and
sponsored by the Indiana University Faculty
Colloquium on Excellence in Teaching
(FACET). While the first two volumes of Quick
Hits focused on teaching in general, this volume
is aimed primarily at helping new faculty. The ...

Chapter 1: Getting Started

My father retired a few years ago after teaching in the same college for fifty years. Teaching
for fifty years is hard to imagine, and it’s probably fair to say that during that last year his cognitive
skills were not what they once were. Still, I can tell you that he was universally considered the ...

Chapter 2: Grading & Feedback

In my upper-division courses, I
include attendance and participation as
a portion of the students’ final grades.
Because of the difficulty of keeping track
of students’ attendance and contributions to
course discussions, and as a way of taking
student personality and other factors into ...

Chapter 3: The First Day

Right or wrong, first impressions are
lasting impressions – and, they are generally
accurate. So why
wouldn’t we want
students to have the
impression of our
course as an interesting
exploration of
important subject matter taught by a
knowledgeable, enthusiastic, and student-friendly
instructor? Yet many instructors ...

Chapter 4: Are You Out There?

Communication is the process in which senders
and receivers of messages interchangeably
assign meanings and interpretations to
words, actions, objects and surroundings.
Communication, then, is the thread that ties
the fabric of the classroom teaching process
together. Beginning educators receive many ...

Chapter 5: Getting Support

Teaching opportunities for graduate
students during a doctoral program are often
limited to lower-level courses that follow a
departmental syllabus and use a common text
book that has already been selected. Thus, the
teaching responsibilities that we face during our
first years in a tenure-track position may seem ...

Chapter 6: Lessons From the Disciplines

Substantial research has uncovered little
relationship between absolute amount of
time studying for exams and subsequent
exam scores (see, for example, Rau and
Durant 2000). I pursued this relationship
in an Introductory Psychology course by
periodically asking students to reflect on how ...

Chapter 7: Keeping Track

Teaching portfolios are now common
enough that you’ve likely heard of their
utility in the demonstration and assessment of
effective teaching. But just what is a teaching
portfolio and what should go into one? How
does one get started collecting materials for a
portfolio? ...

Welcome to Project MUSE

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